Journal of Physician Assistant Education最新文献

Introduction: Both faculty and student learners associated with physician assistant/associate (PA) programs continue to suffer from the effects of the ongoing mental health crisis. Furthermore, student learners may have other personal needs impacting their potential success in PA school (ie, financial, academic, or other). A proactive approach to supporting student learners early in their PA educational journey is warranted.

Methods: Required 1:1 face-to-face orientations between incoming PA students and a representative from the Office of Wellness and Academic Support (OWAS) were implemented during the first week of PA program orientation. Students were allowed time and space to privately share their individual experiences and concerns as they entered PA school. In addition, the student services representative from OWAS was able to provide customized education on the variety of resources available for students.

Results: The student services representative from OWAS established personal relationships with each of the incoming PA students. Multiple follow-up appointments and referrals were made to various service lines including tutoring, learner accommodations, and mental health counseling.

Discussion: The implementation of required 1:1 face-to-face orientations between incoming PA students and student services during the first week of PA program orientation was highly effective. The primary lesson learned is that a simple, preventative, proactive approach can be extremely impactful if we are willing to view the challenges of student learners in PA education through a different lens.

Introduction: In the United Kingdom there are 37 physician associate (PA) training programs with limited knowledge of the educators involved, their training, and specific needs.

Methods: An online questionnaire was sent to PA educators in all UK training programs requesting information on academic title and responsibilities, clinical and nonclinical background, education and qualifications before becoming a PA educator, formal and informal training received in the role, and insights into career progression.

Results: The questionnaire highlighted 5 specific areas that should be specific recommendations for UK training programs to support PA educators, alongside existing guidance. These centered on academic and leadership development, clinical engagement, student support, and pedagogical research.

Discussion: We believe that implementing these recommendations across training programs will improve the opportunities for all those delivering PA education and consequently improve the offering to the students undertaking PA studies programmes.

Introduction: Preceptors are crucial in the education of physician assistant (PA) students, yet many lack formal preceptor training. The aim of this scoping review was to describe the curriculum and design of existing preceptor training programs for physician assistants, nurse practitioners, and physicians.

Methods: This scoping review was developed following the methodologic framework provided by the Joanna Briggs Institute. The literature search included a review of the electronic databases CINAHL and MEDLINE, a Web search, and an examination of article references. The search encompassed empirical, peer-reviewed studies written in English and published between January 1, 2019, and May 1, 2024.

Results: Out of 1106 sources identified, 32 met the eligibility criteria, representing 31 preceptor training programs. Eighty-four percent of these programs were based in the United States. Fifty curricular topics were identified and organized into 10 domains. Feedback and teaching were addressed in 97% of the programs. Sixteen programs used an online format, which increased each year compared with other formats. Lectures were the most common teaching method. Program length varied. The majority of participants and article authors were physicians, with only 5 programs including PA participants.

Discussion: The curricula and design of preceptor training programs varied but were generally well received by participants. There was limited involvement of PAs in both participation and authorship of preceptor training research. This review underscores the benefits of preceptor training while highlighting the need for increased PA engagement in both training and program development.

Introduction: There are several ramifications of a potential degree transition to an entry-level doctoral degree for Physician Assistant (PA) programs. The purpose of this article is to investigate the impact on institutional accreditation and transitioning to an entry level doctoral degree. To understand the potential impact on racial diversity, a subset of programs was further reviewed.

Methods: The Standards from the Accreditation Review Commission for PA Education (ARC-PA) and the six Institutional Accreditation commissions that recognize institutions were reviewed. The accreditation outcomes from all ARC-PA accredited programs' institutions were reviewed.

Results: The majority of PA programs, including those that graduate the highest diverse populations of PAs, are already recognized as comprehensive or doctoral degree granting institutions. This means they would likely not encounter significant accreditation challenges in an application to transition. Most PA programs meet the requirements for credit hour, length of program, and expectations of 'substantial mastery' of the content in the curriculum to satisfy institutional accreditation requirements at the professional doctoral degree level. The faculty qualifications and level of scholarship required would need to be in compliance with the institutional accreditor's expectations.

Discussion: This paper highlighted the general institutional accreditation requirements that would need to be met in order to establish a PA doctoral program. Fortunately, the standards tend to be broad and if the PA program can meet ARC-PA Standards, it is likely the institutional accreditor standards would be satisfied.

Introduction: Early training and career mentorship has many notable benefits for health care professionals. Little is known about student mentorship pathways within physician assistant/associate (PA) training programs.

Methods: Using an Internet-based questionnaire, the authors surveyed 332 PA programs from May 7 to June 10, 2024. Survey items addressed informal and formal student mentoring pathways.

Results: The response rate was 96 of 322 (30%). Overall, 40 of 96 (42%) PA programs reported having formal student mentoring pathways. Taking into account for participant drop off, of programs completing the informal mentoring section of the survey, 36 of 74 (49%) had informal student mentoring pathways. A total of 8 programs reported having both student pathways. There were differences in the primary objectives for formal and informal student mentoring pathways. Both student mentoring pathways were designed to support established learning outcomes, followed by supporting formal PA program goals.

Discussion: Less than half of PA programs report having student mentorship pathways. Even fewer PA programs have student mentorship pathways with formal structure, curriculum, or outcome measures.

Introduction: Interpersonal theory can be used to better understand the personal and social manifestations of individual difference variables in physician assistant (PA) students. Emotional intelligence (EI) is characterized by self and social awareness that facilitates effective communication. While EI has been examined in PA students, a theoretical framework for describing why and how EI has beneficial effects has not been articulated. Interpersonal theory can be used to generate hypotheses about EI and expected correlates.

Methods: One hundred nine PA students completed questionnaires assessing EI, social behavior (ie, dominance and affiliation), interpersonal efficacy, social support, loneliness, and negative social experiences. Regression analysis was used to determine interpersonal style and efficacy associated with EI. Correlation analyses were used to determine bivariate associations.

Results: Emotional intelligence was associated with a friendly interpersonal style and confidence in one's ability to establish relationships. As expected, EI was positively correlated with social support and negatively correlated with loneliness. While in the expected direction, EI was not associated with fewer negative social experiences.

Discussion: Emotional intelligence is a potentially valuable personal resource in the lives of PA students, and there may be implications related to EI and its impact on the medical encounter. Results are discussed in terms of curriculum in PA programs and how cultivating EI could be of benefit for students. Additional research is proposed to determine which aspects of EI facilitate an effective medical encounter.

Introduction: While reducing health disparities is widely acknowledged as a crucial component in medical education, there is not a standard curriculum for teaching physician assistant (PA) students how to deliver patient care with cultural humility. Instead, PA programs use various methods. This study took place at a PA program that sponsored several community service events that targeted underserved populations. Student participation in events was voluntary. The purpose of the study was to explore PA students' confidence levels in providing patient care with cultural humility.

Methods: A cross-sectional observational study was conducted in November 2023 and participants were PA students enrolled at a single program with 2 campuses. All enrolled students were sent an anonymous online survey that collected demographic data and self-perceived skills and confidence levels in delivering patient care with cultural humility. Survey responses were compared between participants and nonparticipants of program-sponsored community service events using Welch-Satterthwaite t tests.

Results: Survey response rate was 43.8% (n = 213). Physician assistant students who participated in program-sponsored community service events rated their knowledge and skills to practice cultural humility as significantly greater than their counterparts who did not participate ( P < 0.05).

Discussion: Physician assistant students who participated in service projects that provided firsthand experience serving diverse populations rated their skills and knowledge in providing care with cultural humility as higher than students who had not participated.

Abstract: The international exchange of physician assistant (PA) education between the Medical University of South Carolina (MUSC) in the United States and Inholland University in the Netherlands, established in 2013, aims to enhance global awareness, cultural sensitivity, and professional development among PA students. This exchange program, which transitioned to a virtual format during the COVID-19 pandemic and resumed in-person exchanges in 2023, allows participants to explore similarities and differences in medical education, healthcare systems, and professional practices between the two countries. Despite varying educational pathways and healthcare models, the role of PAs in both countries shows remarkable similarities, including shared responsibilities in patient care and clinical practice flexibility. The program, which includes lectures, clinical shadowing, and cultural immersion, fosters a deeper understanding of global healthcare and promotes introspection among participants regarding their own healthcare systems. Student reflections highlight the transformative impact of the exchange on their cultural humility and global perspective. Future plans for the program include enhanced virtual interactions to strengthen cross-cultural connections and further explore healthcare topics. This exchange serves as a model for fostering international collaboration and broadening the global PA community.